选择、自我表达与选择扩散效应

自我表达会影响西方人的态度, 产生选择扩散效应。国外相关的跨文化研究发现东方人不存在该效应。通过4个实验研究中国文化下自我表达对选择态度的影响, 发现选择方式(主动、被动)和自我表达形式(直接、间接)对选择态度产生影响。无论是自己的主动选择还是强加的被动选择, 直接的自我表达会增加对所获对象的喜爱程度, 表现为对获得性的肯定。研究者认为, 两种选择方式下不同的心理加工过程导致了这种获得性：直接表达使个人态度暴露在外, 进行主动选择时要对他人的给予做出肯定回应; 而进行被动选择时, 人们要减缓因利益受损可能导致的失调, 同时中国文化下的面子策略也使人们增加对所获对象的喜爱程度。不过, 间接的自我表达对选择态度的影响不明显。研究者认为, 多个影响因素的相互消长使选择态度得以维持。     

工作记忆负载对位置干扰子激活加工和抑制加工的影响

针对工作记忆（WM）负载对干扰子加工的影响存在认知控制机制和负载特异机制两种分歧观点的争议及Park等人的负载特异机制研究中存在的不足,文章尝试采用干扰效应和负启动效应双指标考察了三种不同类型的WM负载对位置干扰子加工的影响。结果表明,WM负载对位置干扰子加工的影响存在双重作用机制（认知控制机制和负载特异机制）;目标刺激与干扰子刺激的属性一致时,亦可得出负载特异机制观点,且可将WM任务与选择性注意任务之间竞争的资源锁定为知觉处理资源;导致上述两种观点争议的原因是以往研究未将干扰子加工过程分离为激活加工阶段和抑制加工阶段来考察;用双指标分离干扰子加工阶段的研究思路和方法不但可解决这两种观点的争议且可为两者的统合奠定基础。     

The effect of constant outcome value on judgments and decision making given linguistic probabilities

Two experiments were performed to determine whether judgments of the relative chances of two independent events occurring are biased by constant outcome values contingent on the events when the uncertainties are specified by linguistic expressions (e.g. doubtful). In Experiment 1, subjects directly judged the relative chances of the two events, of which one was represented by a spinner and the other by a linguistic probability expression. In Experiment 2, only linguistic probability expressions were used to describe the two events and a betting procedure was used. A bias was evident in both studies, such that the relative judgments tended to favour the event with the positive rather than the negative contingent outcome. The bias was smaller for the low- than for the high-probability phrases. Individual differences were great, with the bias appearing strongly in only about one-third of the population. Theoretical implications of the present and related results are discussed.     

WORD GAME BINGO: A BEHAVIORAL TREATMENT PACKAGE FOR IMPROVING TEXTUAL RESPONDING TO SIGHT WORDS

Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 × 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked “free”). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique for teachers to train sight word reading.     

Designer testing: using subjects'' personal vocabulary to produce individualised tests

The principle of designer tests is that of using a subject's own semantics rather than lists of words that may or may not be relevant or even understandable for the subject. The Personalised Emotional Index (PEI) is a prototype designer test, in this case a mood test, that uses words that the subject chooses from a list of suggestions within mood categories. Each person's test is custom made from familiar and understandable words from his/her own vocabulary. Such a test has much face validity, can be succinct and has comprehensibility for the subject. The results obtained when using this test at the same time as the Profile of Mood States Bipolar Version (POMS-BI) were very similar (e.g. in a regression analysis, the ‘elated-depressed' variable predicted present overall mood on both tests (POMS: t=5.25, p<0.000, PEI: t=5.84, p<0.000) with a high correlation for total scores (r=0.82, p<0.000). The PEI results were correlated within the two week interval (r's about −0.74; p<0.000) and reasonably but not highly correlated on retesting some months after the first testing (r's about −0.25; p<0.000). It was successfully used to differentiate mood variables from a group consisting of caregivers of people with schizophrenia (n=30, producing 399 days of data) and a group of unselected controls (n=62, producing 1080 days of data). The test appears to have validity, reliability, comparability, and utility.     

山东沿海地区大学生日常时间用语词义赋值的研究

本研究运用模糊统计试验的方法对五组日常时间用语词进行了经验赋值 ,被试是 3 1 2名大学生。结果表明 :(1 )被试对日常时间用语词词义的理解是模糊的 ,其赋值指向较大的区间 ;(2 )被试对日常时间用语词的赋值受词自身具有的数值的影响 ,受词的下属时间单位数量的影响 ;(3 )词义相近的词赋值亦接近 ;(4)对表示人的年龄的词的赋值因对象的性别、词的熟悉性和赋值区间的封闭性的不同而不同 ;(5 )“几”在表示时间的数量时对应的赋值区间是3～ 5     

Re-visiting the competence/performance debate in the acquisition of the counting principles

Advocates of the "continuity hypothesis" have argued that innate non-verbal counting principles guide the acquisition of the verbal count list (Gelman & Galistel, 1978). Some studies have supported this hypothesis, but others have suggested that the counting principles must be constructed anew by each child. Defenders of the continuity hypothesis have argued that the studies that failed to support it obscured children's understanding of counting by making excessive demands on their fragile counting skills. We evaluated this claim by testing two-, three-, and four-year-olds both on "easy" tasks that have supported continuity and "hard" tasks that have argued against it. A few noteworthy exceptions notwithstanding, children who failed to show that they understood counting on the hard tasks also failed on the easy tasks. Therefore, our results are consistent with a growing body of evidence that shows that the count list as a representation of the positive integers transcends pre-verbal representations of number.     

Children's suggestibility for an instance of a repeated event versus a unique event: the effect of degree of association between variable details

Are children who experience an event repeatedly more suggestible about an instance of the event than children who experience it once? Researchers have answered this question both in the affirmative and in the negative. In this study, we hypothesized that the degree of association between details that changed across instantiations of the event would help to explain the discrepancy. Preschoolers (4- and 5-year-olds) and first graders (6- and 7-year-olds) participated in either a single play session or four repeated play sessions, each of which contained 16 critical details. Across play sessions in the repeat-event condition, half of the critical details were associated and half were not associated. During a biasing interview 2 weeks later, children were misinformed about half of the critical details. The next day, children answered free and cued recall questions about the target play session. Among older children, repeat-event participants were more suggestible than single-event participants, especially for high-association details. Among younger children, repeat-event participants were more suggestible than single-event participants for low-association details. Consistent with some current theories of children's memory, older children were more suggestible than younger children.     

The Corsi Block-Tapping Task: Methodological and Theoretical Considerations

The Corsi block-tapping task has enjoyed extensive use in clinical and experimental studies for a quarter of a century and is arguably the single most important nonverbal task in neuropsychological research. Nevertheless, there has been considerable inconsistency not only in the administration and scoring of this measure, but also in the physical properties of the test apparatus. In this paper, we survey a wide range of studies that have made use of the block-tapping task during the past 25 years and provide a detailed appraisal of the manifold methodological variations. Additionally, we discuss the historical context in which the Corsi originated and offer a critical examination of the cognitive processing operations purported to underlie performance on this task.     

汉字词的正字法深度与阅读时间的研究

采用命名任务探讨了正字法深度对汉字词读音时间的影响。结果发现,（１）正字法深度对汉字词的读音时间有重要影响。对于高频字,汉字的读音反应时的顺序（由快到慢）是规则形声字、象形字、会意字和不规则形声字,但规则形声字、象形字、会意字之间的差异没有达到显著水平,只有规则形声字与不规则形声字之间差异显著。但在低频时,规则形声字与会意字、不规则的形声字,象形字与不规则的形声字的读音反应时的差异均达到显著水平。（２）与单音词相比,多音词的反应时间长,多音词的优势反应与非优势反应的读音时间也存在着显著的差异。（３）高频时,多音双字词与单音双字词差异不显著,低频时双音双字词与单音双字词差异显著,从而显示了语境与词频的双重影响。整个研究表明,对于表意的汉字而言,正字法深度也是存在的,并对汉字词的读音时间产生重要的影响。